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Thursday, December 10, 2009
Final Sections 2-4
I just completed the class ratings and the online survey for IP&T 287. I also checked my scores on blackboard and they are all up to date. I am excited to take the actual final and be done with classes for the semester, but I am glad that I had the opportunity to take this class. I look forward to the presentations tonight and can't wait to see what everyone else did for their TPACK projects. Good luck to all in your preparations for finals.
Wednesday, December 9, 2009
Internet Safety Reflection
1. What article did you choose to read for your article of choice?
I selected the article Setting Family Standards for Entertainment by Carla Dalton. I selected this article because she speaks specifically to the fact that the media and technology we have is a blessing and we simply need to choose the media that will be uplifting. I loved this article and had a great conversation with my mom about it because she and I both feel that most talks focus on the negatives saying that television and the internet are so corrupted. We both loved that Sister Dalton could see the great good in these technologies and understood that it really is about agency. We select what we watch and we monitor the choices that we make which is just what the plan would provide for us. She does however caution families and people against violence, immorality especially with the quote at the bottom from Elder Peterson that states "I plead with you to leave it alone." She says in a positive way that to do these things, we should simply be good examples to those around us. Watch movies with our family, monitor what our children do online as well as filtering what material is available. Just being active in one anothers lives is the answer to the problems of corrupted media.
2. Describe the video resources you watched?
I decided to watch FauxPaw the Techno Cat, Katie's Story, and Cybersafe your Teens on NetSafeUtah. Fauxpaw was a really fun cartoon that shows kids the dangers of the internet in a non-aggressive way. It explains many situations that students might find themselves in online at school and at home and tells what to do, like not agreeing to meet people or giving name and phone number. Katie's story was not as entertaining as FauxPaw at all. It was a real world experience of a teenager and what happened to her when she met a man online and gave him too much information. They talked on the phone and when he wanted to meet in person, her parents became suspicious and talked to police and a school counselor who suggest that they intervene. Police investigated a little and discovered that this man online was a sexual predator who was wanted for the rape of a 13 year old girl. Katie's experience allowed her to testify in the trial against him. She was very lucky that her family intervened. Cybersafe your teens was more of a formal newsreport type video. Experts on internet safety, real-life testimonials and tips for being safe were all discussed. I loved the way that there was a live audience for question and answer because a lot of the parents asked questions that I had myself. As a person who grew up in the technology age and used internet chatting services, I was not aware of a lot of these dangers until after the fact. I wish that my school had shown a video like, not that I was ever unsafe, but there were a lot of great tips that I would have followed, like not giving the name of my school.
3. Write a paragraph describing what your most important "take-aways" were from the readings and video?
From the readings and from the videos I realized that safety on the internet and with media in general is all about choice. We decide which information we give out on the internet and if we are informed we know not to give full names, phone numbers, etc. Even as adults we need to be cautious where we provide this information for identity security reasons. I also saw that choice relates to accidental viewing of media. It is our decision whether or not we stay on a pop-up page that is inappropriate or quickly close it and tell a parent or adult what we saw. It is our choice whether or not we leave the movie if it is vulgar, violent, or inappropriate. We simply need to teach our children how to make good choices by setting the example of good choices and explicitly explaining what questions are answerable online.
4. Write a paragraph or more describing the details of your "doing" experience.
I called my mom in Michigan to talk about this assignment and what I learned about internet safety and really found that she knew about chatroom safety and all of the provident living standards that are outlined online, but she and I had never discussed them. It was through our discussion that I realized this was something she and I should have talked about when I was younger. She is also a teacher and is very specific in her guidelines for computer use with her students. She has filters on all of their computers and monitors over the shoulder that they are only using the music software as she has instructed, but I cannot think of a time when I was growing up that my mom monitored my personal computer use. She did make sure that I did not have a computer in my bedroom and that it was in a main living area, but since it was a laptop, it was difficult to keep the computer on a desk where anyone could see what you were looking at. It never caused a problem, but it was funny to see how as teachers we can be so focused on good practice at school, but forget about the expectations at home.
As I talked to my mom about internet safety she was surprised to hear that the videos from the news shows here in Utah were available online. She knew that she could get information from the local news station in Michigan, but was really impressed that the experts were backed by the UEN and that they even made the resources available to a parent and teacher like her in another state. She just wishes that the information was more easily accessible without knowing who made it and all. Since she already knew a lot about the topic, she was not shocked about the tips they gave or the information in the talks about pronography, illicit materials, or any of that, she was just appreciative that a class would have us focus an entire day on the topic.
I was mostly amazed that my mom already knew this information. She is very tech savvy, but I guess I never considered that she might know more than me about good internet practice in relation to chatting. Reflecting on conversations and bets I had with friends growing up, I realized that I should have had this conversation with my mother much sooner. As a child it was not something I ever wanted to talk to her about, but it would have been smart. My senior year my friends and I created a wager, we each signed up with a different personals dating website on the free membership and our goal was to get the most awkward comment from the most inappropriate person back on our profiles. Now, looking back at it, that was a really dumb idea. We were all over 18 so these sites were available to us, but that did not mean they were safe. Many of us received crude comments about our physique even though the pictures we posted had us dressed in modest clothing. The person who won the wager was propositioned to meet an 82 year old man for a "good time." Had I communicated more with my mother I would have known that setting up an account like that was not smart and not safe. I shared this story with my mom and she said that she wanted to share it with my sisters so that they could be more cautious when talking to my school aged nieces and nephews about internet safety. She also said that she regrets not knowing about that account at the time. She would have blocked me from the site had she known. As a disclaimer, I will say that none of us gave out our phone numbers and none of us met with the men who sent us messages, but if someone had slipped up, it could have been disastrous.
I selected the article Setting Family Standards for Entertainment by Carla Dalton. I selected this article because she speaks specifically to the fact that the media and technology we have is a blessing and we simply need to choose the media that will be uplifting. I loved this article and had a great conversation with my mom about it because she and I both feel that most talks focus on the negatives saying that television and the internet are so corrupted. We both loved that Sister Dalton could see the great good in these technologies and understood that it really is about agency. We select what we watch and we monitor the choices that we make which is just what the plan would provide for us. She does however caution families and people against violence, immorality especially with the quote at the bottom from Elder Peterson that states "I plead with you to leave it alone." She says in a positive way that to do these things, we should simply be good examples to those around us. Watch movies with our family, monitor what our children do online as well as filtering what material is available. Just being active in one anothers lives is the answer to the problems of corrupted media.
2. Describe the video resources you watched?
I decided to watch FauxPaw the Techno Cat, Katie's Story, and Cybersafe your Teens on NetSafeUtah. Fauxpaw was a really fun cartoon that shows kids the dangers of the internet in a non-aggressive way. It explains many situations that students might find themselves in online at school and at home and tells what to do, like not agreeing to meet people or giving name and phone number. Katie's story was not as entertaining as FauxPaw at all. It was a real world experience of a teenager and what happened to her when she met a man online and gave him too much information. They talked on the phone and when he wanted to meet in person, her parents became suspicious and talked to police and a school counselor who suggest that they intervene. Police investigated a little and discovered that this man online was a sexual predator who was wanted for the rape of a 13 year old girl. Katie's experience allowed her to testify in the trial against him. She was very lucky that her family intervened. Cybersafe your teens was more of a formal newsreport type video. Experts on internet safety, real-life testimonials and tips for being safe were all discussed. I loved the way that there was a live audience for question and answer because a lot of the parents asked questions that I had myself. As a person who grew up in the technology age and used internet chatting services, I was not aware of a lot of these dangers until after the fact. I wish that my school had shown a video like, not that I was ever unsafe, but there were a lot of great tips that I would have followed, like not giving the name of my school.
3. Write a paragraph describing what your most important "take-aways" were from the readings and video?
From the readings and from the videos I realized that safety on the internet and with media in general is all about choice. We decide which information we give out on the internet and if we are informed we know not to give full names, phone numbers, etc. Even as adults we need to be cautious where we provide this information for identity security reasons. I also saw that choice relates to accidental viewing of media. It is our decision whether or not we stay on a pop-up page that is inappropriate or quickly close it and tell a parent or adult what we saw. It is our choice whether or not we leave the movie if it is vulgar, violent, or inappropriate. We simply need to teach our children how to make good choices by setting the example of good choices and explicitly explaining what questions are answerable online.
4. Write a paragraph or more describing the details of your "doing" experience.
I called my mom in Michigan to talk about this assignment and what I learned about internet safety and really found that she knew about chatroom safety and all of the provident living standards that are outlined online, but she and I had never discussed them. It was through our discussion that I realized this was something she and I should have talked about when I was younger. She is also a teacher and is very specific in her guidelines for computer use with her students. She has filters on all of their computers and monitors over the shoulder that they are only using the music software as she has instructed, but I cannot think of a time when I was growing up that my mom monitored my personal computer use. She did make sure that I did not have a computer in my bedroom and that it was in a main living area, but since it was a laptop, it was difficult to keep the computer on a desk where anyone could see what you were looking at. It never caused a problem, but it was funny to see how as teachers we can be so focused on good practice at school, but forget about the expectations at home.
As I talked to my mom about internet safety she was surprised to hear that the videos from the news shows here in Utah were available online. She knew that she could get information from the local news station in Michigan, but was really impressed that the experts were backed by the UEN and that they even made the resources available to a parent and teacher like her in another state. She just wishes that the information was more easily accessible without knowing who made it and all. Since she already knew a lot about the topic, she was not shocked about the tips they gave or the information in the talks about pronography, illicit materials, or any of that, she was just appreciative that a class would have us focus an entire day on the topic.
I was mostly amazed that my mom already knew this information. She is very tech savvy, but I guess I never considered that she might know more than me about good internet practice in relation to chatting. Reflecting on conversations and bets I had with friends growing up, I realized that I should have had this conversation with my mother much sooner. As a child it was not something I ever wanted to talk to her about, but it would have been smart. My senior year my friends and I created a wager, we each signed up with a different personals dating website on the free membership and our goal was to get the most awkward comment from the most inappropriate person back on our profiles. Now, looking back at it, that was a really dumb idea. We were all over 18 so these sites were available to us, but that did not mean they were safe. Many of us received crude comments about our physique even though the pictures we posted had us dressed in modest clothing. The person who won the wager was propositioned to meet an 82 year old man for a "good time." Had I communicated more with my mother I would have known that setting up an account like that was not smart and not safe. I shared this story with my mom and she said that she wanted to share it with my sisters so that they could be more cautious when talking to my school aged nieces and nephews about internet safety. She also said that she regrets not knowing about that account at the time. She would have blocked me from the site had she known. As a disclaimer, I will say that none of us gave out our phone numbers and none of us met with the men who sent us messages, but if someone had slipped up, it could have been disastrous.
Tuesday, December 8, 2009
Friday, December 4, 2009
Friday, November 6, 2009
Learning from Examples
What I learned from these videos:
As I watched the videos posted for week 10, I realized that technology is not only appropriate for teaching young children, but beneficial for them. In my own experience I have seen how using technology can motivate students to learn and how much they love it, but watching these really solidified the fact that even in early grades children can do a lot. Not just the teachers demonstrating how to do things, but the students using the technology on their own as well.
The Brown Bear, Brown Bear lesson seems to be the most beneficial to me because it covers so many aspects of student learning in so little time. The students get to hear the story read aloud which is a good model for reading. Then they create an illustration using KidPix which helps with fine motor coordination using the mouse and also creativity. Then for typing skills they can type in the text. Lastly they get more language arts experience by reading it fluently with proper rate, volume, and expression, for the slideshow. It’s amazing how many birds get killed with this one stone of a lesson plan.
Just like we learned in making our own photostory and in the voicethread experience, these programs are easy to use. Without a program like kidpix, the students could still create a drawing and then scan it or take a digital photograph of it to be used in the slideshow. I think adapting the science habitat plan to a social studies plan for first grade community objectives would be really fun. Where students would have the opportunity to draw their own “habitat.” All in all, I learned from these videos that technology integration does not take that much extra work on the teacher’s part and if anything, it makes assessment easier because it is stored in one place rather than on oodles of papers. I can’t wait to get to teaching more lessons this semester using our smartboard and our computer labs.
As I watched the videos posted for week 10, I realized that technology is not only appropriate for teaching young children, but beneficial for them. In my own experience I have seen how using technology can motivate students to learn and how much they love it, but watching these really solidified the fact that even in early grades children can do a lot. Not just the teachers demonstrating how to do things, but the students using the technology on their own as well.
The Brown Bear, Brown Bear lesson seems to be the most beneficial to me because it covers so many aspects of student learning in so little time. The students get to hear the story read aloud which is a good model for reading. Then they create an illustration using KidPix which helps with fine motor coordination using the mouse and also creativity. Then for typing skills they can type in the text. Lastly they get more language arts experience by reading it fluently with proper rate, volume, and expression, for the slideshow. It’s amazing how many birds get killed with this one stone of a lesson plan.
Just like we learned in making our own photostory and in the voicethread experience, these programs are easy to use. Without a program like kidpix, the students could still create a drawing and then scan it or take a digital photograph of it to be used in the slideshow. I think adapting the science habitat plan to a social studies plan for first grade community objectives would be really fun. Where students would have the opportunity to draw their own “habitat.” All in all, I learned from these videos that technology integration does not take that much extra work on the teacher’s part and if anything, it makes assessment easier because it is stored in one place rather than on oodles of papers. I can’t wait to get to teaching more lessons this semester using our smartboard and our computer labs.
Technology in My Classroom
I completed the classroom inventory and both of the surveys this week. What I found, was a school full to the seams with technology for both teachers and students to use on a daily basis. I had the opportunity to use the smartboard a few times this week already and found that the students love it. They love to come up and use it and I have no problem getting them motivated to learn when we use it. I already taught my math lesson using a file I found for notebook. It was about expanded form in writing math numbers and the students could come up and manipulate the numbers to get them from standard to expanded form and vice versa. They loved it and all but two students got 100% on the written activity that followed it which tells me that they understood it. I love that they love the technology.
The document camera has also been a life saver in modeling. I lead a choral reading on Dios de los Muertos and was able to group the students by highlighting one copy and posting it, rather than highlighting every copy before handing them out. I am excited to get more experience with all of the resources available in our school.
The document camera has also been a life saver in modeling. I lead a choral reading on Dios de los Muertos and was able to group the students by highlighting one copy and posting it, rather than highlighting every copy before handing them out. I am excited to get more experience with all of the resources available in our school.
Tuesday, October 20, 2009
Pond Life, EWW!
My plan for teaching is related to the lesson plan that I am creating for my science class. In my lesson I am planning to incorporate virtual pond dip. The students will be learning about microorganisms, their environments, and their characteristics. The beginning of the lesson will be an introduction to microorganisms where the students will see how yeast reacts to warm water and fills up a balloon. After they have a basic experience with a microorganism, we will explore them more in depth by identifying them using virtual pond dip. This will allow all students to see the microorganisms blown up and to learn specific information about the organisms found in a pond. They will complete a graphic organizer on the computer that displays the information they learn on at least four of the microorganisms and a hand written venn diagram that compares what they learned about single-celled and multi-celled microorganisms.
This is my plan and I hope it goes well. We'll see how user friendly voicethread will be.
- What is the content you will be focusing on in your science activity? Using Virtual Pond, student will discover the many shapes and sizes of microorganisms that live in pond water. They will list and identify characteristics of the microorganisms using a graphic organizer. This objective meets the state core standard for science in sixth grade that states, "Examine and illustrate size, shape, and structure of organisms found in an environment such as pond water. " This is standard 5, Objective 1, indicator a. Indicator b will also be addressed because it focuses on common characteristics that will be shown in the venn diagram.
- What is the pedagogy you will be using and why is it a good fit with the content? To teach this lesson I will be using the format of an inquiry lesson plan. Students will be directly instructed on how to arrive at the virtual pond dip website and will directly learn the directions for the yeast experiment, but they will be let loose to explore the pond dip website so that they can build their own knowledge. This will allow them to discover and create opinions about similarities and differences and also gives them a chance to share what they learn and come up with hypothesis about microorganisms as a class.
- What is the technology you'll be using and why is it a good fit with the content and pedagogy? Virtual pond dip is the technology that I plan to use and I plan to use it because it gives every student access to the information. Rather than using a standard microscope that students struggle to focus, they can see the microorganisms in large size and have readily available descriptions for all of them without searching through tons of books. The other reason I chose virtual pond dip has to do with the season that we are in. Most ponds are cold or frozen at this point in the year and most microorganisms will be dormant or dead right now. This allows me to teach about microorganisms when and where I want.
This is my plan and I hope it goes well. We'll see how user friendly voicethread will be.
Wednesday, October 7, 2009
Touring Asia
* What is the content you’ll be using in your lesson?
I plan to use the third grade social studies core to teach this lesson. I will meet the following standard. Standard 1- Students will understand how geography influences community location and development.
Objective 1 Determine the relationships between human settlement and geography.
1. Identify the geographic features common to areas where human settlements exist.
2. Use map features to make logical inferences and describe relationships between human settlement and physical geography (e.g. population density in relation to latitude, cities' proximity to water, utilization of natural resources).
3. Compare the shapes and purposes of natural and human-made boundaries of cities, counties and states.
* What is the pedagogy you’ll be using and why is it a good fit with the content?
I will be using a tour through google earth to teach the lesson of geographic features where people settle. I will have the students participate in short activities where they list the commonalities and differences of the places that I visited this summer. What I hope the students notice is the water near all of the states and countries. I want to show actual photographs of the places that I visited this summer so that they become real for the students. I think it is important for them to understand that these places are not so foreign. It's a good fit with the content because the students will be able to see the land features from an arial view.
* What is the technology you’ll be using and why is it a good fit with the content and pedagogy?
The technology is the use of google earth for the tour. I will have the students view most of the maps from a projector and then explore in groups on the computers. This matches because I want the class as a group to make these discoveries instead of me just pointing it out to them.
Have fun with your googling this week everyone. I know I will. For my table scroll down, I cannot seem to get it to show up any higher than it is.
I plan to use the third grade social studies core to teach this lesson. I will meet the following standard. Standard 1- Students will understand how geography influences community location and development.
Objective 1 Determine the relationships between human settlement and geography.
1. Identify the geographic features common to areas where human settlements exist.
2. Use map features to make logical inferences and describe relationships between human settlement and physical geography (e.g. population density in relation to latitude, cities' proximity to water, utilization of natural resources).
3. Compare the shapes and purposes of natural and human-made boundaries of cities, counties and states.
* What is the pedagogy you’ll be using and why is it a good fit with the content?
I will be using a tour through google earth to teach the lesson of geographic features where people settle. I will have the students participate in short activities where they list the commonalities and differences of the places that I visited this summer. What I hope the students notice is the water near all of the states and countries. I want to show actual photographs of the places that I visited this summer so that they become real for the students. I think it is important for them to understand that these places are not so foreign. It's a good fit with the content because the students will be able to see the land features from an arial view.
* What is the technology you’ll be using and why is it a good fit with the content and pedagogy?
The technology is the use of google earth for the tour. I will have the students view most of the maps from a projector and then explore in groups on the computers. This matches because I want the class as a group to make these discoveries instead of me just pointing it out to them.
Have fun with your googling this week everyone. I know I will. For my table scroll down, I cannot seem to get it to show up any higher than it is.
| Location | Activity | Google Earth Content |
|---|---|---|
| Salt Lake, Utah | Make a passport for our travels. Create a stamp that you think Utah would use to represent their land. http://www.slc.k12.ut.us/schools/elementary/images/newman.jpg | Street view, 3-d buildings |
| Southfield, Michigan | Observe the borders of Michigan and Canada, why do you think they are the way they are? Would you have made them different? http://www.epitomephotos.com/thumbnails/2008June18_29_1.jpg | Borders and labels |
| San Diego, California | With westward expansion, why do you think so many people chose to live in California? Which land form have we seen in all of these places? http://www.foreclosureconnections.com/images/San-Diego-ca.jpg | Terrain, street view |
| Thailand | Using the kids’ culturegrams, find out what types of land and jobs the people can hold there. Are these similar to what we do in Utah? http://www.earthexpeditions.org/field_expeditions/thailand/images/thailand4-full.jpg | Borders and labels |
| Singapore | n size, how does Singapore compare to the United States? Why do you think people live here? http://www.shangri-la.com/en/property/singapore/shangrila | 3-d buildings |
| Hong Hong, China | Hong Kong has mountains and a peninsula, which other areas had these features? Why do people value these? http://www.goway.com/asia/hongkong/hk_img/hong-kong2.jpg | Street view, 3-d buildings |
| Puerto Rico | Some people call Puerto Rico the 51st state. Do you think it could be part of the United States? List reasons why you think it should be, or why you think it should not. http://caribbean-vacationspots.com/content_images/1/Puerto Rico.jpg | Roads, terrain |
| Antigua | How does a country in the ocean have a desert climate? Do you think that it would affect the amount of people who live there? http://www.hotelrentalgroup.com/images/16301.jpg | Terrain roads |
| I am going to use a polygon that connects all of the locations, showing the way in which I will be traveling around the world this summer. |
Tuesday, September 29, 2009
I'm Lovin' It!
Watching all of your videos has been so fun! I hope you enjoyed my comments. If you need a few more videos to watch, here are the links to our classmates pages with videos already posted. Good luck and good blogging to all!
Katie DID From this video I saw how fun it would be to have students create an adventure to tell with pictures. This could meet any of the Language Arts core standards. (Katie Matthews)
Hooray for You This video helped me see that using existing text but adding personalized pictures can really make a lot of difference in a story. The actual photographs made this familiar story seem a lot more important to me. (Kami Orr)
Hatchet Trailer Wow, what a riveting book talk! I never would have thought to use a digital storybook as an intro to a classroom novel, but this showed me what a great success it could be. (Sabrina Huyett)
The Lion, the Witch, and the Wardrobe Trailer Using photos from a video that students may have seen before was ingenious. I know that in my experience I always like the book better and some students might also. Having a male voice in the video also captured my attention more than a female. (Ashley Daley)
Real A to Z How wonderful it would be to use this in a classroom with ELLs. It's hard to find good picture books with realia type pictures. Creating your own, like this would be very beneficial. (Becky Edmonds)
We Are Family This one reminded me of my own a little bit. Just the idea of self in relation to family. Also the idea of describing likes and dislikes shows comparison in a more general form than the describers in textbooks. (Whitney Marie)
Katie DID From this video I saw how fun it would be to have students create an adventure to tell with pictures. This could meet any of the Language Arts core standards. (Katie Matthews)
Hooray for You This video helped me see that using existing text but adding personalized pictures can really make a lot of difference in a story. The actual photographs made this familiar story seem a lot more important to me. (Kami Orr)
Hatchet Trailer Wow, what a riveting book talk! I never would have thought to use a digital storybook as an intro to a classroom novel, but this showed me what a great success it could be. (Sabrina Huyett)
The Lion, the Witch, and the Wardrobe Trailer Using photos from a video that students may have seen before was ingenious. I know that in my experience I always like the book better and some students might also. Having a male voice in the video also captured my attention more than a female. (Ashley Daley)
Real A to Z How wonderful it would be to use this in a classroom with ELLs. It's hard to find good picture books with realia type pictures. Creating your own, like this would be very beneficial. (Becky Edmonds)
We Are Family This one reminded me of my own a little bit. Just the idea of self in relation to family. Also the idea of describing likes and dislikes shows comparison in a more general form than the describers in textbooks. (Whitney Marie)
Friday, September 18, 2009
My Digital Story
Here is my video. I hope that you all enjoy it. I am really excited to use it in my classroom someday to help students in first grade understand the social studies standard of self and family. I am extremely close with my family and I think that showing my students my family will help them understand that importance to me and maybe make them aware of their importance in their own families. I can't wait to watch the other videos. Happy Blogging All!
My Storyboard
This week's assignment is by far the most exciting assignment for this semester. I am really excited to create this story. I decided to do a storyboard of the song "Baby Mine" from Dumbo. I have decided to use pictures of my siblings holding their babies as the photos that will be seen as the lyrics are being read. What I am most excited about, is turning this into a real book using MightyAuthors.com. I am also excited to sift through the many pictures I have of my siblings with their babies. Now, onto the business of this blog.
The content for my story book is related to the 1st grade content core Standard 2 “students will develop a sense of self in relation to families and community” and 1st grade Language Arts Standard 1 Objective 2 "Develop language through viewing media and presenting.
a.Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain information, distinguish between fiction/nonfiction)." I chose these for my content because I think that it will help the students to relate to one another if we all remember that we were babies at one time. They will be asked after the story to bring in a picture of themselves as a baby and they can share a tradition that they have with their caregivers, like singing this song is for my boyfriend's family.
For pedagogy I will use this as an introduction to a unit on understanding self. I would use this at the beginning of the school year. I will have the students bring in their own pictures and we can display them in the classroom to showcase how special each child is.
The technology of this assignment will probably be Photostory for Windows. I chose photostory because I know how to use it already. I made my own wedding video using iMovie, but find Photostory to be much faster and easier. To use technology with the class, I will present this story using a projector on the board. I could also scan the images the students bring in and we could create our own book of family traditions after this introductory story.
I am stoked about this assignment and really can't wait to turn it into a published book. I will give copies of it to each of my sisters and my future sister-in-law for Mother's Day this year also.
Here is my storyboard
The content for my story book is related to the 1st grade content core Standard 2 “students will develop a sense of self in relation to families and community” and 1st grade Language Arts Standard 1 Objective 2 "Develop language through viewing media and presenting.
a.Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain information, distinguish between fiction/nonfiction)." I chose these for my content because I think that it will help the students to relate to one another if we all remember that we were babies at one time. They will be asked after the story to bring in a picture of themselves as a baby and they can share a tradition that they have with their caregivers, like singing this song is for my boyfriend's family.
For pedagogy I will use this as an introduction to a unit on understanding self. I would use this at the beginning of the school year. I will have the students bring in their own pictures and we can display them in the classroom to showcase how special each child is.
The technology of this assignment will probably be Photostory for Windows. I chose photostory because I know how to use it already. I made my own wedding video using iMovie, but find Photostory to be much faster and easier. To use technology with the class, I will present this story using a projector on the board. I could also scan the images the students bring in and we could create our own book of family traditions after this introductory story.
I am stoked about this assignment and really can't wait to turn it into a published book. I will give copies of it to each of my sisters and my future sister-in-law for Mother's Day this year also.
Here is my storyboard
Wednesday, September 16, 2009
Web 2.0
This week was full of a lot of crazy assignments. I found that it was rather difficult to get them all completed while trying to keep up with the normal work load. What I did learn though, was that creating my own wiki takes a lot more decisions than I ever imagined. With a blog, I have a few important decisions, like what layout and which background. With a wiki page, I have to totally create all of those things and rearrange them. My wiki has been pretty successful so far though. I have to finish editing the content page, but plan to do so tomorrow when I have faster internet access.
I love this whole idea of web 2.0 where the internet becomes so interactive. I find it empowering to get on the internet and create. I also love knowing that I have the skills to do this and a few programs of my own like digital scrapbooking that will make the quality of my class webpage look better eventually.
In response to the many goodreads and diigo experiences, I have to say that I do not prefer either of them. I know that they make life easier as a teacher and that someday, in my classroom, they will be invaluable, but right now I find them to be a complete nuisance. Getting weekly digests on which friends updated their booklists just seems to clutter my inbox and bookmarking in all of the different places like my computer, diigo, and delicious just seems like overkill. Google Reader on the other hand is something that I find useful. It brings the news that I want to read to one spot where I can access it easily and edit my preferences as I go. I previously subscribed only using iGoogle and prefer the layout and ease of use with Google Reader.
Here are the screen captures from my weeks assignments.
This shot shows me sending a video message to my god-mom explaining the weeks assignments. I attempted to contact her using yahoo messenger's video chat, but it was too late in Michigan.
This is my goodreads comment. I talked about the book The Wright Three.
This is my Diigo page. I uploaded my bookmarks from delicious.
Lastly, here is the starred copy of 20 Useful things.
I love this whole idea of web 2.0 where the internet becomes so interactive. I find it empowering to get on the internet and create. I also love knowing that I have the skills to do this and a few programs of my own like digital scrapbooking that will make the quality of my class webpage look better eventually.
In response to the many goodreads and diigo experiences, I have to say that I do not prefer either of them. I know that they make life easier as a teacher and that someday, in my classroom, they will be invaluable, but right now I find them to be a complete nuisance. Getting weekly digests on which friends updated their booklists just seems to clutter my inbox and bookmarking in all of the different places like my computer, diigo, and delicious just seems like overkill. Google Reader on the other hand is something that I find useful. It brings the news that I want to read to one spot where I can access it easily and edit my preferences as I go. I previously subscribed only using iGoogle and prefer the layout and ease of use with Google Reader.
Here are the screen captures from my weeks assignments.
This shot shows me sending a video message to my god-mom explaining the weeks assignments. I attempted to contact her using yahoo messenger's video chat, but it was too late in Michigan.
This is my goodreads comment. I talked about the book The Wright Three.
This is my Diigo page. I uploaded my bookmarks from delicious.
Lastly, here is the starred copy of 20 Useful things.Wednesday, September 9, 2009
First Blog of the Term
Why do I love education? Good question. It's not because I love being at school. Honestly, school gives me hives. I love and chose education because I love being able to communicate with children and with adults about children. I adore listening to the way children explain how they understand something and why they did what they did. I love reading. I love playing. I love being with people. AND, most of all, I love the look on a person's face when he or she understands something new for the first time. It's the Aha moment. The part of the educational day that makes it all worth it. This is why I love education. This is why I am Mrs. Hamilton.
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